Dancing into the second phase of creative industries

As we enter the second phase of creative industries there is a shift away from the early 1990s ideology of the arts as a creative content provider for the wealth generating ‘knowledge’ economy to an expanded rhetoric encompassing ‘cultural capital’ and its symbolic value. A renewed focus on culture is examined through a regional scan of creative industries in which social engineering of the arts occurs through policy imperatives driven by ‘profit oriented conceptualisations of culture’ (Hornidge 2011, p. 263) In the push for artists to become ‘culturpreneurs’ a trend has emerged where demand for ‘embedded creatives’ (Cunningham 2013) sees an exodus from arts-based employment through use of transferable skills into areas outside the arts. For those that stay, within the performing arts in particular, employment remains project-based, sporadic, underpaid, self-initiated and often self-financed, requiring adaptive career paths. Artist entrepreneurs must balance creation and performance of their art with increasing amounts of time spent on branding, compliance, fundraising and the logistical and commercial requirements of operating in a CI paradigm. The artists’ key challenge thus becomes one of aligning core creative and aesthetic values with market and business considerations. There is also the perceived threat posed by the ‘prosumer’ phenomenon (Bruns 2008), in which digital on-line products are created and produced by those formerly seen as consumers of art or audiences for art. Despite negative aspects to this scenario, a recent study (Steiner & Schneider 2013) reveals that artists are happier and more satisfied than other workers within and outside the creative industries. A lively hybridisation of creative practice is occurring through mobile and interactive technologies with dynamic connections to social media. Continued growth in arts festivals attracts participation in international and transdisciplinary collaborations, whilst cross-sectoral partnerships provide artists with opportunities beyond a socio-cultural setting into business, health, science and education. This is occurring alongside a renewed engagement with place through the rise of cultural precincts in ‘creative cities’ (Florida 2008, Landry 2000), providing revitalised spaces for artists to gather and work. Finally, a reconsideration of the specialist attributes and transferable skills that artists bring to the creative industries suggests ways to dance through both the challenges and opportunities occasioned by the current complexities of arts’ practices.

Yhteiskuntaluokka ja maku

Thee thesis, which consists of four original articles and a summarizing chapter, discusses homology between social class and cultural taste. Cultural taste is defined as the choices made in different areas of culture (television, cinema, reading, music, visual arts, sports, dining out, and leisure pursuits). Taste choices manifest themselves as likes and dislikes but also in what a person does. Social class is observed through occupational status, level of education, income and subjective views on class. The central research question concerns the relationship between social class and consumption of culture. The study aims to clarify what kind of class related differences can be found in cultural consumption, but also how these differences are connected to other factors stratifying the society such as gender, age and mother tongue. The data that is being analyzed consists of the data gathered by the project Cultural Capital and Social Differentiation in Contemporary Finland: An International Comparison. Class identification and the relation of cultural divisions to the socioeconomic ones are being analyzed using a nationally represent-ative survey data (N = 1388). Individual interviews (N = 25) and twenty focus group interviews (N = 20) on cultural consumption are also being analyzed. The theoretical framework is built around Pierre Buourdieu s theory of distinction and its critique but also recent research that expands on bourdieusian theory. In the theory of distinction lifestyle is thought to be defined through the quantity and quality of different capitals (economic, cultural and social). Cultural tastes are therefore linked to class status through different capitals. The study shows that the majority of Finns can place themselves in the class scene. Moreover, class-related differences can be found in cultural consumption in empirical analyses. The main differences between classes can be seen in how different classes relate to cultural products but also in the number of leisure pursuits. Being well-off economically is connected to being well-off culturally. High status manifests as omnivorous cultural consumption. The central differences are built upon occupational class so that the working class is more passive than other class groups. Same difference can be found in relation to education and income level. Other im-portant divisive variable is age. Age group defines what is being consumed: the younger respondents are inclined to choose popular culture whereas the older age groups choices represent more traditional taste choices.

A enfermeira obstétrica frente às transformações de sua prática consequente ao movimento de humanização do campo obstétrico hospitalar

Este estudo de perspectiva histórico-social estuda as transformações das práticas das enfermeiras obstétricas consequente ao movimento de humanização do campo obstétrico hospitalar. Tem por objetivos: identificar o capital global das enfermeiras obstétricas; analisar as concepções das enfermeiras sobre a prática profissional no campo obstétrico hospitalar no contexto do movimento de humanização; discutir as transformações percebidas pelas enfermeiras obstétricas sobre sua prática. Utilizei como método a história oral. Os sujeitos foram 25 enfermeiras que vivenciaram no campo obstétrico hospitalar, antes e após a implementação do movimento de humanização. Os cenários foram seis maternidades municipais do Rio de Janeiro. A técnica de coleta de dados foi a entrevista semiestruturada. À luz da perspectiva histórica realizarei a análise dos dados, tendo como base os pressupostos de Pierre Bourdieu. A conjuntura obstétrica do nascimento das entrevistadas era a de transição do parto domiciliar para o ambiente hospitalar. O cenário do parto e nascimento de muitas delas foi uma instituição pública de saúde ou conveniada. As agentes são oriundas de famílias humildes, com pouco capital econômico e cultural. Ressalta-se que as condições de acumulação de capital destas enfermeiras, à época, foram proporcionais às oportunidades que tiveram no campo social em que se encontravam e do processo de socialização. Algumas, após o curso de graduação em enfermagem, buscaram a especialização para adquirir um certificado, que lhes aumentasse o volume de capital e as legitimasse para a realização da assistência ao parto normal. O contexto político onde muitas adquiriram o título de especialista era o de implementação do modelo humanizado no campo obstétrico do município do Rio de Janeiro, favorável para a redução de práticas intervencionistas à parturiente com o incentivo ao parto normal focado na autonomia e no empoderamento feminino. Desse modo, as enfermeiras perceberam que as lutas dos agentes no campo obstétrico para a implantação de um novo modo de agir na obstetrícia foram importantes no processo de mudança de suas práticas. Especificamente sobre as transformações de sua práticas elas evidenciaram que, com esse movimento social e político elas passaram a ver e a assistir a mulher, de forma mais próxima, mais humanizada através da aquisição de capital cultural eficiente, outra evidência destacada foi quanto à questão das lutas, houve o reconhecimento de que as lutas foram importantes no processo de mudança, pois com estas foi possível adquirir lucros simbólicos significativos que permitiram gerar mudanças de posição e de práticas obstétricas no campo hospitalar.

Desigualdades educacionais no ensino médio brasileiro: avanços e persistências

Com a presente tese, buscou-se investigar as desigualdades educacionais que permeiam o ensino médio, principal gargalo do sistema educacional brasileiro. Inicialmente, questionou-se o papel central da educação como legitimadora das desigualdades sociais nas sociedades democráticas. Apresentaram-se os estudos pioneiros da Sociologia da Educação que procuraram explicar as desigualdades educacionais para, então, abordar as hipóteses teóricas elaboradas sobre as tendências da desigualdade de oportunidades educacionais (DOE) ao longo do tempo. Em seguida, testaram-se empiricamente essas hipóteses a partir de modelos de regressão logística sequenciais que permitiram estimar a evolução do efeito das características da família de origem nas chances condicionais de entrada e conclusão do ensino médio durante um período de mais de vinte anos. Observou-se de forma inédita, de 1986 a 2009, que a DOE relativa ao ingresso e à conclusão desse nível de ensino se manteve significativa e relativamente constante, mesmo no período mais recente no qual as taxas de transição no ensino médio vivenciaram seu maior crescimento. Esses resultados corroboram aqueles previstos pela hipótese da Desigualdade Maximamente Mantida (MMI) e aqueles encontrados por estudos anteriores. Incluiu-se também uma análise das mudanças qualitativas da DOE, evidenciando-se um significativo crescimento, entre o ano de 1982 e a década de 2000, no impacto das variáveis que medem o capital cultural e econômico dos estudantes nas chances destes frequentarem a rede de ensino médio particular. Logo, a estratificação entre a rede pública e particular no ensino médio está cada vez mais marcada pela desigualdade na seleção dos seus respectivos alunos, reforçando a dualidade de desempenho que caracteriza essas duas redes de ensino, conforme previsto pela hipótese da Desigualdade Efetivamente Mantida (EMI). Além dessas análises da evolução quantitativa e qualitativa da DOE no ensino médio, investigou-se o quadro geral de desigualdades que incidem sobre o ensino médio técnico à luz das experiências internacionais, tendo em vista que essa é uma modalidade ainda incipiente no Brasil, mas cuja rede está em rápida expansão. Diferentemente do que ocorre na maioria dos países, os jovens de origem menos privilegiada não são os maiores beneficiários dessa modalidade. Apesar de a mesma ser propagada como principal solução para a falta de qualificação juvenil, a ampliação desse tipo de ensino deve ser avaliada com cautela, tendo em vista o público que está sendo efetivamente atingido e o potencial impacto negativo em termos de estratificação educacional observado nos países que seguiram esse caminho.

A nova classe média brasileira: necessidades, anseios e valores: um estudo da mobilidade social, a partir dos universitários da UERJ.

As políticas públicas de desenvolvimento e distribuição de renda levadas a efeito durante a primeira década do nosso século alteraram os patamares de renda da parcela mais pobre da população brasileira, fenômeno que estaria dando origem àquilo que se passou a chamar de nova classe média brasileira. A redução das desigualdades sociais estaria atrelada, assim, a um processo de mobilidade social. Esse estudo se ocupa desse fenômeno. Para isso, apresenta, inicialmente, uma análise das políticas sociais implementadas, a partir de 2003, nos âmbitos econômico e educacional. A seguir, discute os conceitos de classe social e de mobilidade social, optando por considerar o fenômeno à luz do conceito de capital cultural, de Pierre Bourdieu, com o qual se define o traço distintivo da educação superior como marca da classe média. Assim, propôs-se a investigar a emergência desse traço em universitários oriundos de classes populares, que estariam em processo de mobilidade social. O trabalho de campo, que ouviu 35 estudantes de 16 diferentes cursos da Universidade do Estado do Rio de Janeiro, em metodologia de caráter qualitativo, permitiu verificar que os alunos entrevistados mantém seu perfil original de classe trabalhadora, embora sejam inequívocos os ganhos da realização do curso superior, em termos de realização própria e de perspectivas de futuro, tanto para o estudante quanto para o seu grupo social, o que aponta para uma alteração do perfil da classe trabalhadora, e não para a emergência de uma nova classe média.

Inclusive education policy, the general allocation model and dilemmas of practice in primary schools

Background: Inclusive education is central to contemporary discourse internationally reflecting societies’ wider commitment to social inclusion. Education has witnessed transforming approaches that have created differing distributions of power, resource allocation and accountability. Multiple actors are being forced to consider changes to how key services and supports are organised. This research constitutes a case study situated within this broader social service dilemma of how to distribute finite resources equitably to meet individual need, while advancing inclusion. It focuses on the national directive with regard to inclusive educational practice for primary schools, Department of Education and Science Special Education Circular 02/05, which introduced the General Allocation Model (GAM) within the legislative context of the Education of Persons with Special Educational Needs (EPSEN) Act (Government of Ireland, 2004). This research could help to inform policy with ‘facts about what is happening on the ground’ (Quinn, 2013). Research Aims: The research set out to unearth the assumptions and definitions embedded within the policy document, to analyse how those who are at the coalface of policy, and who interface with multiple interests in primary schools, understand the GAM and respond to it, and to investigate its effects on students and their education. It examines student outcomes in the primary schools where the GAM was investigated. Methods and Sample The post-structural study acknowledges the importance of policy analysis which explicitly links the ‘bigger worlds’ of global and national policy contexts to the ‘smaller worlds’ of policies and practices within schools and classrooms. This study insists upon taking the detail seriously (Ozga, 1990). A mixed methods approach to data collection and analysis is applied. In order to secure the perspectives of key stakeholders, semi-structured interviews were conducted with primary school principals, class teachers and learning support/resource teachers (n=14) in three distinct mainstream, non-DEIS schools. Data from the schools and their environs provided a profile of students. The researcher then used the Pobal Maps Facility (available at www.pobal.ie) to identify the Small Area (SA) in which each student resides, and to assign values to each address based on the Pobal HP Deprivation Index (Haase and Pratschke, 2012). Analysis of the datasets, guided by the conceptual framework of the policy cycle (Ball, 1994), revealed a number of significant themes. Results: Data illustrate that the main model to support student need is withdrawal from the classroom under policy that espouses inclusion. Quantitative data, in particular, highlighted an association between segregated practice and lower socioeconomic status (LSES) backgrounds of students. Up to 83% of the students in special education programmes are from lower socio-economic status (LSES) backgrounds. In some schools 94% of students from LSES backgrounds are withdrawn from classrooms daily for special education. While the internal processes of schooling are not solely to blame for class inequalities, this study reveals the power of professionals to order children in school, which has implications for segregated special education practice. Such agency on the part of key actors in the context of practice relates to ‘local constructions of dis/ability’, which is influenced by teacher habitus (Bourdieu, 1984). The researcher contends that inclusive education has not resulted in positive outcomes for students from LSES backgrounds because it is built on faulty assumptions that focus on a psycho-medical perspective of dis/ability, that is, placement decisions do not consider the intersectionality of dis/ability with class or culture. This study argues that the student need for support is better understood as ‘home/school discontinuity’ not ‘disability’. Moreover, the study unearths the power of some parents to use social and cultural capital to ensure eligibility to enhanced resources. Therefore, a hierarchical system has developed in mainstream schools as a result of funding models to support need in inclusive settings. Furthermore, all schools in the study are ‘ordinary’ schools yet participants acknowledged that some schools are more ‘advantaged’, which may suggest that ‘ordinary’ schools serve to ‘bury class’ (Reay, 2010) as a key marker in allocating resources. The research suggests that general allocation models of funding to meet the needs of students demands a systematic approach grounded in reallocating funds from where they have less benefit to where they have more. The calculation of the composite Haase Value in respect of the student cohort in receipt of special education support adopted for this study could be usefully applied at a national level to ensure that the greatest level of support is targeted at greatest need. Conclusion: In summary, the study reveals that existing structures constrain and enable agents, whose interactions produce intended and unintended consequences. The study suggests that policy should be viewed as a continuous and evolving cycle (Ball, 1994) where actors in each of the social contexts have a shared responsibility in the evolution of education that is equitable, excellent and inclusive.

Social Work and theatre: considering intersections

Theatre is a cultural and artistic form that involves a process of communication between creators and is received in a space and time located in the public sphere, which has meant that, over the centuries, it has acted as a space for expression, exchange and debate regarding all manner of ideas, causes and struggles. Implicit within this process are processes of expression, creation and reception, by way of which people demonstrate, analyse and question ways of seeing and understanding life, and ways of being and existing in the world. This gives rise to educational, cultural, social and political potential, which has been endorsed in numerous studies and investigations. In this work, in which theoretical orientation is established through a review of the relevant literature, we consider different intersections that occur between theatre and social work in order to also show that dramatic and theatrical expression offers substantive methodologies for achieving some objectives of social work, particularly in areas such as critical literacy, reflexivity and recognition, awareness raising, social participation, personal and/or community development, ownership of cultural capital and access to personal and social wellbeing.

Authorizing a tradition: Theory, criticism and (self-) canonization in French Caribbean writing

As critics have noted, Antillean literature has developed in tandem with a strong (self-) critical and theoretical body of work. The various attempts to theorize Antillean identity (négritude, antillanité, créolité) have been controversial and divisive, and the literary scene has been characterized as explosive, incestuous and self-referential. Yet writers aligned with, or opposed to, a given theory often have superior visibility. Meanwhile writers who claim to operate outside the boundaries of theory, such as Maryse Condé, are often canny theoretical operators who, from prestigious academic or cultural positions, manipulate readers’ responses and their own self-image through criticism. While recent polemics have helped to raise the critical stock of the islands generally, they have particularly enhanced the cultural capital of Chamoiseau and Condé, whose literary antagonism is in fact mutually sustaining. Both writers, through a strong awareness of (and contribution to) the critical field in which their work is read, position themselves as canonical authors.

Family Histories and Rural Inheritance in Kenya

Inheritance systems and practices have a key role in people’s ability to exit poverty, or, conversely, plunging them further into it. As land is the major asset in low-income developing countries, how property is passed on and divided between future generations is a significant factor. This paper looks at inheritance through minimally-structured interviews with several generations of Kenyan families, seeking to explain that the how and why of poverty can be understood in the wider family context. It analyses their fortunes and misfortunes over a given time period in the context of property ownership rights. It also looks at the impact of education and the inheritance of cultural capital. When both fertility and survival are high, traditional patterns of land inheritance can lead to progression sub-division of land with long-term adverse implications for sustainability. While inheritance in Kenya is male dominated, the paper nonetheless examines the position of women in the chain as vectors of male property rights. The application of male-oriented customary law where inheritance is concerned, rather than the use of statutory legislation, was found to be the reality for the overwhelming majority of the participants in the study.

Constraints, nostalgia and North Americans' visits to rural Europe

As Américas constituem a mais relevante fonte inter-regional de turistas vindos para a Europa, sendo os EUA de longe o maior mercado de long haul para a Europa. Mas, apesar da relevância deste mercado nas estatísticas, há uma carência de estudos sobre o mesmo. A maioria dos Norte-Americanos que visitam a Europa mantéem-se em áreas urbanas, limitando o potencial efeito do turismo para equilibrar o crescimento económico na Europa, principalmente em áreas rurais que têm vindo cada vez mais a atrair turistas nas últimas décadas, contando sobretudo da EU. Para o turismo ser realmente uma força positiva de desenvolvimento equilibrado na Europa, os pesquisadores do comportamento do consumidor devem tentar entender por que os viajantes Norte-Americanos não arriscam ir para zonas rurais que supostamente têm o capital tradicional e cultural autêntico que sobretudo os turistas nostálgicos procuram. Esta dissertação pretende contribuir para o conhecimento do mercado Norte-Americano que viaja para a Europa. O objectivo deste estudo centra-se na examinação do papel dos constrangimentos, da nostalgia, e da experiência de viagem para as intenções dos turistas Norte-Americanos de revisitar em destinos rurais Europeus. Apesar de existirem referências à nostalgia em pesquisas de turismo, estas centram-se essencialmente em estudos de carácter qualitativo e tem sido dada pouca relevância à construção de ferramentas quantitativas para o estudo da nostalgia a nível do turismo. Neste estudo, é desenvolvida uma escala de nostalgia para o turismo (NOSTOUR). Os resultados mostram que a nostalgia, relacionada com as viagens pode ser concebida e operacionalizada em quatro dimensões: individual, interpessoal, cultural e virtual. A nostalgia, por si só, não tem um efeito mediador nos constrangimentos para viajar a nível da intenção de regressar e visitar destinos rurais na Europa mas com a adição, do determinante experiência de viagem esse efeito existe.

Exploring the micro-politics of place: lifestyle migrants, collective identities and modes of belonging

Taking up Hopkins and Dixon’s (2006) call to attend to the micro-politics of everyday constructions of space and place, which necessarily involves psychological concepts such as identity, belonging and attachment, this paper aims to show how a critical socio-cognitive approach to discourse analysis is an effective means of unpacking the ways in which versions of place are (re)produced and negotiated through discursive practices, and in particular the ways in which ‘legitimate’ collective identities are constructed in relation to place. I focus on the contemporary social phenomenon of lifestyle migration. Within Europe, this typically involves relatively affluent northern Europeans moving to destinations in southern Europe that are strongly linked to tourism. Although lifestyle migrants are generally viewed by their hosts as ‘desirable’ migrants due to their perceived economic and socio-cultural capital, their integration into destination communities is often minimal. The question arises as to how these migrants construct modes of belonging in relation to their adopted home-place and how they relate to the other social groups with whom they share it. Using texts from a variety of sources, including in-depth interviews with British migrants in Portugal, I explore not only how migrants position themselves (and others) discursively in relation to places, but also how they are already positioned by discursive practices in the public sphere. I also examine to what extent the construction of a ‘legitimate’ mode of belonging involves the construction of intergroup cooperation within that place.

A Migrant Culture on Display: The French Migrant and French Gastronomy in London (19th – 21st centuries)

The large contemporary French migrant population – estimated by the French Consulate at around 300,000–400,000 in the UK, the majority living in London and the South-East – remains ‘absent’ from studies on migration, and, in a study of migrant food history in Britain, is considered not to have left traces as a migrant community. Over the centuries, the presence of various French communities in London has varied significantly as far as numbers are concerned, but what does not change is their simultaneous ‘visibility’ and ‘invisibility’ in accounts of the history of the capital: even when relatively ‘visible’ at certain historical moments, they still often remain hidden in its histories. At times the French in London are described as a ‘sober, well-behaved […] and law-abiding community’; at other times they ‘appeared as a foreign body in the city’. This article reflects on the dynamics at play between a migrant culture associated with high cultural capital (so much so that is often emulated by those who are not French) and the host culture perception of and relationship to it, in order to consider what this may ‘mean’ for the French (and Francophone) migrant experience. French gastronomy and culinary knowledge is taken as an example of material culture and of cultural capital ‘on display’ specifically in the activity of dining out, especially in French restaurants, or in those influenced by French gastronomy. The social activity of dining out is replete with displays of knowledge (linguistic, culinary), of cultural literacy, of modes of behaviour, of public identity, and of rituals strictly codified in both migrant and host cultures. Dining out is also an emotional and politically-charged activity, fraught with feelings of suspicion (what is in the food? what does the chef get up to in the kitchen?) and of anxieties and tensions concerning status, class and gender distinctions. This article considers the ways in which the migrant French citizen of London may be considered as occupying an ambiguous position at different times in history, simultaneously possessing cultural capital and needing to negotiate complex cultural encounters in the connections between identity and the symbolic status of food in food production, food purveying and food consumption.

Ethnic Minority Parents' Involvement in Education: Exploring and Understanding Their Experiences

Lopez, Scribner and Mahitivanichcha (2001) discuss the limited volume of literature that directly addresses ethnic minority parents' involvement in their children's education and they call upon researchers to fill this gap in the literature. This study is one such positive step with its focus on exploring how ethnic minority parents of secondary school students in southern Ontario understand their involvement in their children's education. Participants in the study included three ethnic minority parents recruited from a local adult education centre, and my parents who, as ethnics minority parents, also faced challenges trying to support their children as we progressed through the Ontario educational system. Primary data were collected through in-depth, open-ended interviews approximately one hour in length. Each of the five participants was interviewed twice. Secondary data included Ontario Ministry of Education documents that addressed programs, policies, and supports for ethnic minority students in Ontario secondary schools. Fieldnotes and a research journal also provided secondary data. The findings highlight, among other things, the challenges the participants faced as ethnic minority parents with a deep desire to support their children's education, but often lacking the cultural capital valued in the Ontario school system to meet that goal. As well, I benefited greatly from this research learning about the various ways in which, in my future work as a teacher of ethnic minority students, I can integrate the knowledge, skills, and experiences of ethnic minorities into my practice to ensure that parents of the non-dominant culture have an opportunity to become highly involved in the education of their children.

Effet de la classe ou expériences scolaires? : étude sur l'élaboration et la variation des aspirations scolaires réalistes des étudiant(e)s canadien(ne)s au regard des études universitaires

Cette thèse a été réalisée, entre autres, grâce à une subvention reçue du Fonds de recherche du Québec – Société et culture et de son partenaire le ministère de l’Éducation, du Loisir et du Sport (MELS) Les analyses contenues dans cette thèse ont été réalisées au Centre interuniversitaire québécois de statistiques sociales (CIQSS), membre du Réseau canadien des centres de données de recherche (RCCDR). Les activités du CIQSS sont rendues possibles grâce à l’appui financier du CRSHC, des IRSC, de la FCI, de Statistique Canada, du FRQSC ainsi que de l’ensemble des universités québécoises qui participent à leur financement. Les idées exprimées dans ce texte sont celles des auteurs et non celles des partenaires financiers.

Migration and Spatial Development

This is an empirical study with theoretical interpretation and elaboration simultaneously on the migration process and the related spatial development in contemporary China. In so doing, there is always a combination of series of studies of the modernization of the migrants themselves with accumulation of forms of capital and changes of lebenswelt (life world) as well as the regions of their origins by the effective use of the gained resources from outgoing migration and remigration. With great efforts made to put the issues together for analysis, the author has taken three approaches to the study based on the political and economic institutional arrangements, the field work data and the elaboration of respective findings. First, as the analytical parts of the institutional changes, which have gone through the whole research, many of the policies from state level to townships involved in the migration, remigration and spatial development have been interpreted with Chinese political and cultural insight. The making of these, as the means of understanding the contexts of macro level and micro level cases is served as key linkages between scholarly imagination and social reality. Indeed most of the discussions made to explain the phenomena such as the sudden upsurge of migration flows, the emergence of three generations, the strong and weak trends of remigration as well as the related spatial development planning, etc are mainly due to the domination, at least the impact of governments decision-making in spite of growing market functioning in often operative manners. Secondly, case studies of the effects of migration and remigration are carried out between the years of 1995 and 2005 in the costal urban regions as designations and the interior rural regions as origins. Conducted mainly by the author, the cases drawn in the research focus on the process of migration with an accumulation of forms of capital away from home and the effective use of the resources flowing back to home areas. As a result, ways of accumulation and utilization of the economic, social and cultural capital are described and interpreted in terms of the development and modernization of both the migrants themselves and the regions where they come out from or move to in the future. Thirdly, in accordance with the findings generated from the cases, the author proposes in the final chapter an important argumentation as conclusion that the duel social-economic structure will inevitably be broken up and reformulated with flows of migrants and forms of capital they possess as types of future spatial development that will be put into practice. With scenarios and all the other conclusions worked out in the end, the research concludes that the pluralistic spatial development in the condition of constant space flows between regions can be a decisive line of thinking in the process of urbanization, industrialization and modernization in the long run in the future. Since this is an exploratory study of the past and present, the author has left some space open for academic debates and put forward suggestions on the inclusion of future research before implementing policies necessary for migration associated spatial practice and development.